Publikasjoner

Publikasjoner ved COSER-forskere.

2022

Dewilde, J. (2022). Negotiating minority language resources, practices and experiences in Norwegian writing instruction for migrant students. I A. Norlund-Shaswar & J. Rosén (Red.), Literacies in the age of mobility – Literacy practices of adult and adolescent migrants (s. 239-262). Palgrave Macmillian.

Jegstad, K.M., Höper, J. & Remmen, K.B. (2022). Using the schoolyard as a setting for learning chemistry: A socio-cultural analysis of preservice teachers’ talk about redox chemistry. Journal of Chemical Education, 99(2), 629–638. https://doi.org/10.1021/acs.jchemed.1c00581

Kvamme, O. (2022). Ethical Grounding of Critical Place-Based Education in the Anthropocene. I Paulsen, M., Jagodzinski, J. og Hawke, S. M. (red). Pedagogy in the Anthropocene. Re-Wilding Education for a New Earth (s. 277–294). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-90980-2_14

Kvamme, O. (2022). Facets of justice in education: a petroleum nation addressing United Nations sustainable development agenda. Ethics and Education, 1–20. https://doi.org/10.1080/17449642.2022.2054540

Remmen, K.B. & Iversen, E. (2022). A scoping review of research on school-based outdoor education in the Nordic countries. Journal of Adventure Education and Outdoor Learning, https://doi.org/10.1080/14729679.2022.2027796   

Tasquier, G., Knain, E., & Jornet, A. (2022). Scientific literacies for change making: Equipping the young to tackle current societal challenges. Frontiers in Education.

2021

Bakken, J. & Andersson-Bakken, E. (2021). The textbook task as a genre. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2021.1929499

Bakken, J. & Andersson-Bakken, E. (2021). Innholdsanalyse. I E. A.Andersson-Bakken & C. Dalland (red.), Metoder i klasseromsforskning: Forskningsdesign, datainnsamling og analyse (s. 305–326). Universitetsforlaget.

Bakken, J. (2020). Retorikk i skolen. 3. utgave. Universitetsforlaget.

Beiler, I. R., De Korne, H., & Dewilde, J. (2021). Etnografiske tilnærminger til andrespråksforskning. NOA - Norsk som andrespråk.

Damsa, C., & Jornet, A. (2021). The unit of analysis in learning research: Approaches for imagining a transformative agenda. Learning, Culture, and Social Interaction, 31. https://doi.org/10.1016/j.lcsi.2019.100329

Dewilde, J., Kjørven, O. K., Skrefsrud, T.-A., & Sæther, E. (2021). Young people’s experiences and meaning-making at a multicultural festival in Norway. Peace Education, 18(2), 163–181. https://doi.org/10.1080/17400201.2021.1911792

Dewilde, J., Kjørven, O. K., & Skrefsrud, T.-A. (2021). Multicultural school festival as a creative space for identity construction – from a minority parent perspective. Intercultural Education, 32(1), 1–19. https://doi.org/10.1080/14675986.2020.1851173

Dewilde, J., & Skrefsrud, T.-A. (2021). Revisiting studies of multicultural school events from the perspective of strategic essentialism. Nordisk tidsskrift for pedagogikk og kritikk, 7. https://doi.org/10.23865/ntpk.v7.2145

Fredlund, T., Remmen, K.B., & Knain, E. (2021). The epistemological commitments of modes: Opportunities and challenges for science learning. Visual Communication, https://doi.org/10.1177/14703572211038991

Hogarth, C., Matthiesen, C. & Bakken, J. (2021). Advancing citizenship through language arts education: Conceptions of rhetoric in Scandinavian national curricula. Journal of Curriculum studies. https://doi.org/10.1080/00220272.2021.1989050

Höper, J., Jegstad, K.M. & Remmen, K.B. (2021). Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment. Chemistry Education Research and Practice (CERP)https://doi.org/10.1039/D1RP00127B  

Jornet, A., & Damsa, C. (2021). Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy. Learning, Culture, and Social Interaction, 31. https://doi.org/10.1016/j.lcsi.2019.100329

Kostøl, K.B., Remmen, K.B., Stromholt, S. & Braathen, A. (2021). Co-designing cross-setting activities in a nationwide STEM partnership program – teachers and students’ experiences. LUMAT International Journal on Math, Science, and Technology Education, 9(1), 426–456. https://doi.org/10.31129/LUMAT.9.1.1414

Knain, E., Fredlund, T. & Furberg, A. (2021). Exploring student reasoning and representation construction in school science through the lenses of social semiotics and interaction analysis. Research in science education. https://doi.org/10.1007/s11165-020-09975-1

Kvamme, O. (2021). Reworking the social order: Skam as an instance of public moral education. Studies in Philosophy and Education, 40, 507–521. https://doi.org/10.1007/s11217-021-09780-x

Kvamme, O. (2021). Rethinking bildung in the anthropocene: The case of Wolfgang Klafki. HTS Theological Studies, 77(3), 1–9. https://doi.org/10.4102/hts.v77i3.6807

Kvamme, O. (2021). Stedspedagogikk i antropocen. I Inga Bostad (Red.), Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi (s. 61-79). Spartacus.

Lund, A., Furberg, A., & Gudmundsdottir, G. (2019). Expanding and embedding digital literacies: Transformative agency in education. Media and Communication, 7(2).

Remmen, K.B., Jegstad, K.M. & Höper, J. (2020). Student teachers’ Reflections on Outdoor Science Activities following an Outdoor Chemistry Unit. Journal of Science Teacher Education, 32(4), 425– 443. https://doi.org/10.1080/1046560X.2020.1847967

Remmen, K.B. (2020). Geografi i videregående skole i Fagfornyelsen: Forslag til et rammeverk for feltarbeid som fremmer dybdelæring, Norsk geografisk tidsskrift, 74(2), 105 – 110, https://doi.org/10.1080/00291951.2020.1749124

Snoder, S., Hedman, C., & Dewilde, J. (2021). Legitimerad flerspråkighet i utspädd dos – flerspråkiga grundskollärares perspektiv. Acta Didactica Norden, 15, 25. https://doi.org/10.5617/adno.8477

Ødegaard, M., Knain, E., Kvamme, O. A., & Sæther, E. (2021). Making sense of frustration and complexity when introducing sustainability in teacher education. Acta Didactica Norden (ADNO), 15.

Aashamar, P., Bakken, J. & Brevik, L. M. (2021). Fri fra lærebokas tøyler. Om bruk av læreboka og andre tekster i norsk, engelsk og samfunnsfag på 9. og 10. trinn. Norsk pedagogisk tidsskrift, 105(3), 296–311. https://doi.org/10.18261/issn.1504-2987-2021-03-04

2020

Andersson-Bakken, E., Jegstad, K. M. & Bakken, J. (2020). Textbook tasks in the Norwegian school subject natural sciences: what views of science do they mediate?. International Journal of Science Education.  https://doi.org/10.1080/09500693.2020.1756516

Bakken, J. (2020). Lesing i norskfaget etter fagfornyelsen. Hva kan vi lære av PISA, og hva kan vi ikke lære?. I T. S. Frønes & F. Jensen (red.), Like muligheter til god leseforståelse? 20 år med lesing i PISA (s. 250–274). Universitetsforlaget.  

Beiler, I. R., & Dewilde, J. (2020). Translation as translingual writing practice in English as an additional language. Modern Language Journal, 104(3), 533–549. https://doi.org/10.1111/modl.12660

Dewilde, J., Kjørven, O. K., Skrefsrud, T.-A., & Sæther, E. (2020). «Det er så koselig her at jeg tar av meg skoene»: Om betydningen av sted i en flerkulturell barne- og ungdomsfestival. I K.-W. Sæther & A. Aschim (Red.), Rom og sted: Religionfaglige og interdisiplinære bidrag (s. 93-110). Cappelen Damm Akademisk. https://doi.org/10.23865/noasp.110

Jahnsen, V. R. & Bakken, J. (2020). På vei mot selvstendig tekstrevisjon? En studie av elevers revisjon av tekstutkast i norskfaget i videregående skole. Acta Didactica Norden (ADNO). https://doi.org/10.5617/adno.7847

Jornet, A. (2020). Living the praxis of method, or how I learned letting worldly practices organize my professional gaze as scholar. I J. C. Richards & Roth, W-M. (Red.), Empowering students as self-directed learners of qualitative research methods: Transformational Practices for Instructors and Students. Brill Publishing.

Jornet, A., Arnseth, H. C., & Smørdal, O. (2020). Makerspaces in the making: Reconfiguring cultures of facilitation across the kindergarten and the science museum. In A. Blum-Ross, K. Kumpulainen, J. Marsh, & K. Thestrup (Red.), Makerspaces in the early years: Enhancing digital literacy and creativity. Routledge.

Jornet, A., Guarrasi, I., & Rajala, A. (2020). LCHC’s expanding bio-geographies: A glimpse to the future(s) through the case of the Re-generating CHAT project. Mind, Culture, and Activity, 185-200. https://doi.org/10.1080/10749039.2020.1768271

Kvamme, O. (2020). ‘Recontextualizing environmental ethical values in a globalized world: Studies in moral education’, PhD-avhandling. Det utdanningsvitenskapelige fakultetet, Universitetet i Oslo. http://hdl.handle.net/10852/75162

Kvamme, O. (2020) Situating moral education in a globalized world. Sustainability values and student experiences.  I Strand, T. (Red.) Rethinking Ethical-Political Education. Dordrecht: Springer,. 45–65. https://link.springer.com/chapter/10.1007/978-3-030-49524-4_4

Remmen, K.B., Jegstad, K.M. & Höper, J. (2020). Student teachers’ Reflections on Outdoor Science Activities following an Outdoor Chemistry Unit. Journal of Science Teacher Education, 32(4), 425–443. https://doi.org/10.1080/1046560X.2020.1847967

Remmen, K.B. (2020). Geografi i videregående skole i Fagfornyelsen: Forslag til et rammeverk for feltarbeid som fremmer dybdelæring, Norsk geografisk tidsskrift, 74(2), 105–110, https://doi.org/10.1080/00291951.2020.1749124

2019

Bakken, J. (2019). Monologiske miljødialoger – Ole Mathismoen og Jenny Jordahls tegneserie Grønne greier. Sakprosa, 11(3). https://doi.org/10.5617/sakprosa.6536

Bakken, J. (2019). The integration of rhetoric into existing school subjects. Utbildning och Demokrati, 8(2), 93–108.

Campbell, C., Roth, W-M., Jornet, A. (2019). Collaborative design decision-making as social process. European Journal of Engineering Education, 44(3), 294-311, https://doi.org/10.1080/03043797.2018.1465028

Dewilde, J. (2019). How Islamic are young Muslim people’s poems? Apples - Journal of Applied Language Studies, 13(4), 71–87.

Dewilde, J. (2019). Translation and translingual remixing: A young person developing as a writer. International Journal of Bilingualism, 23(5), 942–953. https://doi.org/10.1177/1367006917740975

Dionne, P., & Jornet, A. (2019). Conceiving work as (an) activity: Epistemological underpinnings from a cultural-historical perspective. I P. F. Bendassolli (Red.), Culture, work and psychology: Invitations to dialogue. Information Age Publishing.

Frøyland, M. & Remmen, K.B. (2019). Utvidet klasserom i naturfag. Universitetsforlaget.

Jornet, A. (2019). Experience as emerging concept in contemporary learning sciences. In M. A. Peters (Red.), Encyclopedia of Educational Philosophy and Theory. Springer Singapore.

Knain, E., Bjønness, B., & Kolstø, S. D. (2019). Rammer og støttestrukturerer i utforskende arbeidsmåter. I E. Knain & S. D. Kolstø (Red.), Elever som forskere i naturfag (2. utg.), s. 70-102. Universitetsforlaget.

Knain, E., & Kolstø, S. D. (2019). Utforskende arbeidsmåter - en oversikt. I E. Knain & S. D. Kolstø (Red.), Elever som forskere i naturfag (2. utg.), s. 15-43. Oslo: Universitetsforlaget.

Knain, E., & Ødegaard, M. (2019). Naturfagets rolle i bærekraftdidaktikk. I O. A. Kvamme & E. Sæther (Red.), Bærekraftdidaktikk (s. 135-151). Universitetsforlaget.

Kolstø, S. D., & Knain, E. (2019). Hvordan lykkes med utforskende arbeidsmåter. I E. Knain & S. D. Kolstø (Red.), Elever som forskere i naturfag (2. utg.), s. 212-237. Oslo: Universitetsforlaget.

Kvamme, O. (2019). School strikes, environmental ethical values, and democracy. Studier i Pædagogisk Filosofi, 8(1), 6-27. https://doi.org/10.7146/spf.v8i1.117967.

Kvamme, O. & Sæther, E. (2019). Bærekraftdidaktikk – spenninger og sammenhenger. I O. Kvamme & E. Sæther (Red.),  Bærekraftdidaktikk (s. 15–40). Bergen.

Kvamme, O. (2019). Etikkens plass i en bærekraftdidaktikk. In O. Kvamme og E. Sæther (Red.), Bærekraftdidaktikk. (s. 171–188). Bergen.

Mestad, I., Knain, E., & Kolstø, S. D. (2019). Utvikle faglig innsikt gjennom snakk, skriving og visuelle uttrykk. I E. Knain & S. D. Kolstø (Red.), Elever som forskere i naturfag (2. utg., s. 134–170). Oslo: Universitetsforlaget.

Ott, A. (2019). Kritisk tenkning og bærekraft i fagfornyelsen. I M. Ferrer & A. Wetlesen (Red.), Kritisk tenkning i samfunnsfag (s. 30–44). Universitetsforlaget.

Roth, W-M., & Jornet, A. (2019). Theorizing with/out ‘mediators.’ Integrative Psychological and Behavioral Science, 53, 323–343. https://doi.org/10.1007/s12124- 016- 9376-0

Remmen, K.B. & Frøyland, M. (2019). Students' use of observation in geology: Towards 'scientific observation' in rock classification. International Journal of Science Education, 42(1), 113–132, https://doi.org/10.1080/09500693.2019.1704914

Remmen, K.B. (2019). Sammenhenger mellom natur og samfunn gjennom feltarbeid i geografi. I O.A. Kvamme & E. Sæther (Red.). Bærekraftdidaktikk. Fagbokforlaget.

Remmen, K.B. & Frøyland, M. (2019). Utvidet klasserom – hvordan inkludere andre læringsarena i naturfagundervisning. I A. Holt, L.O. Voll & A. B. Øyehaug (Red.), Dybdelæring i naturfag. Universitetsforlaget.

Sæther, E. & Kvamme, O. (2019). Fagoverskridende perspektiver i en bærekraftdidaktikk. I O. Kvamme & E. Sæther (Red.), Bærekraftdidaktikk (s. 191–214). Fagbokforlaget.

Publisert 5. mai 2022 11:42 - Sist endret 20. juni 2022 08:35